The Balkan Barometer is an annual survey of regional perceptions and attitudes across a wide array of social, political and economic factors impacting life in South East Europe (SEE). It includes comparable data on pre-primary education in different countries of the region.
Only one third of children aged 0-3 has access to center-based early childhood education and care (ECEC) settings.
The report provides indicators on the key quality areas of governance, access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, it presents a child-centered approach, with special attention being paid to the inter-relatedness of policies in different areas. The importance of inclusiveness in education is also stressed as high quality ECEC is considered to be one of the best ways to increase equity and equality in society.
Part one provides policymakers, researchers and parents with comparative information on the current ECEC policies across Europe. Part two gives an overview of the key features of national ECEC systems accompanied by a diagram of their structure.
The scope of the report is wide, covering center-based and regulated home-based provision in both the public and private sectors in the 38 European countries (43 education systems) participating in the EU’s Erasmus+ programme. It includes the 28 Member States of the European Union as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey.
This report outlines good practice in the education of Gypsy, Roma and Traveller (GRT) school children in the UK. It interviews schools, provides case studies, and includes an overview of the findings from Traveller Movement’s three year education and advocacy project. Without a shadow of a doubt much more needs to be done to improve the attainment and educational outcomes for Gypsy, Roma and Traveller pupils in the UK.
Researchers highlight seven case studies where children and their families were assisted by the advocacy team. The presenting issues include: racist bullying; unmet Special Educational Needs; school exclusion; admissions and transport; discrimination; attendance and; elective home education. Each case evidences a high level of need by families, the complex and bureaucratic nature of school systems, and the level of advocacy required to address each issue. What was also apparent from analysing the casework was the level of prejudice and discrimination exhibited by schools, many of whom were unaware that GRT are distinct ethnic groups. The Traveller Movement also interviewed schools with high GRT populations and good attainment to ask what they were doing to ensure GRT children reached their full potential.
The RISE Institute, UNICEF and the Early Childhood Development Task Force have released the results of a global survey of inclusive early childhood development (IECD) and early childhood intervention (ECI) programs. This large survey was designed in 2016, was conducted in 2017, and the report was prepared in 2018.
The main objectives of the survey were to:
- Map the implementation of IECD and ECI programs and related activities;
- Describe key IECD and ECI program features;
- Identify gaps and challenges in providing accessible Inclusive Early Childhood Development (IECD) and Early Childhood Intervention (ECI) services;
- Document factors associated with successful implementation and scale-up;
- Generate recommendations to inform future policy and program development and national planning and implementation efforts.
The online survey targeted a range of programs and activities including IECD and ECI services; rehabilitation and habilitation services; humanitarian, emergency, and child protection services; advocacy campaigns; and research and evaluation projects.
The results, present information on 426 programs in 121 countries in all world regions and is now available in English, French, Portuguese, Russian and Spanish.
UNICEF’s global report on pre-primary education presents a comprehensive analysis of the status of early childhood education worldwide. It contains interesting facts and figures on Romani children.
It also outlines a set of practical recommendations for governments and partners to make quality pre-primary education universal and routine. Noting that at least 175 million children – 50 per cent of the world’s pre-primary-age population – are not enrolled in pre-primary programmes, the report urges governments to commit at least 10 per cent of their national education budgets to scale them up. Such funding should be invested in pre-primary teachers, quality standards and equitable expansion, the report states.
This report addresses the acknowledged scarcity of quality, disaggregated, child focused data on Roma children which is widely seen to impede the development of positive policies and programmes promoting full realisation of their rights.
The countries that were selected for mapping on the basis of their estimated Roma population and their capacity to benefit from Roma related research included Albania; Belgium; Bosnia and Herzegovina; Bulgaria; the Czech Republic; France; Germany; Greece; Hungary; Ireland; Italy; Kosovo; Netherlands; Romania; Serbia; Slovakia and Spain. Seventy-four research areas were identified, divided into nine thematic areas – child protection; civil registration; discrimination; education; employment; health; housing; migration; and social protection.
The NESET report examines the added value provided by, and the prerequisites for, integrated working – as well as the crucial role, played by early childhood education and care (ECEC) services – in order to better serve all children and families, but especially the most vulnerable.
Extra attention is devoted to Roma children and their families as one of the most vulnerable groups in Europe, often trapped in a vicious circle of poverty, exclusion, and discrimination.
The report is written for policy makers and professionals working in the field of early childhood education and care. It is guided by the following questions:
- What services or functions should be involved in integrated working, paying specific attention to the role that ECEC can play?
- What inspiring examples of integrated working already exist in Europe?
- What is the added value of integrated working (for children and families, for professionals, for policy makers) in general, and specifically for Roma?
- What are the prerequisites for integrated working in general, and specifically for integrated working aimed at addressing the needs of Roma?